Implementing a national qualifications framework in Lithuania

Abstract

IntroductionThe design of the national qualifications framework (NQF) in Lithuania started in 2006. The NQF was officially approved by the government decree in May 2010. This paper explores the influence of the processes of institutional change on the reform of the national system of qualifications in Lithuania through the implementation of the NQF, looking to the relationships between the objective factors of institutional development and the goals of NQF related to the expectations and interests of different stakeholders. The paper explains the features of the Soviet legacy and their influence on the institutional change of national system of qualifications in Lithuania; analyses the variety of the change patterns in the different dimensions of institutional change of reform in the national system of qualifications; and outlines the implications of the analysed patterns and dimensions of the institutional change of`reform of the national system of qualifications to the implementation of the NQF in Lithuania.

Social Investment Policies and Territorial Inequalities

“…In Lithuanian academic debates, VET policy has been analyzed as a part of the national education system, for example, reflecting on / considering the national policy reforms and policy response to labor market and economic development needs (Zelvys, 2004). The research underlines the need for vocational competences and national curriculum development (Laužackas et al, 2009, Tūtlys & Spūdytė, 2011Vaitkute, 2016;Vaitkute et al, 2019;Tūtlys, Vaitkute, 2021), quality development of vocational training content and national policy response (Saniter & Tūtlys, 2016;Tūtlys et al, 2018) as well as development of national VET systems from the historical perspective (Saniter & Tūtlys, 2016). However, the question of the VET policy design as a response to territorialdriven social investment (SI) approach is insufficiently researched.…”

Development of pedagogical competencies of the vocational teachers in Italy and Lithuania: implications of competence-based VET curriculum reforms

“…Lithuanian Qualifications Framework was introduced in 2010, and the design of competence-based occupational standards with the national modular VET curricula started in 2013. VET teachers and trainers have been actively involved in these projects as experts, what positively contributed to the development of their expertise and competence (Tūtlys and Spūdyt_ e, 2011;Tūtlys et al, 2016;Nazelskis and Tūtlys, 2013). Implementation and promotion of competence-based approach to qualifications and curricula also enhanced increasing interest of policymakers, VET providers and stakeholders in work-based learning and apprenticeship (Cedefop, 2016) Due to the absence of institutionalised provision of training of VET teachers and trainers, this responsibility is now overtaken by the VET providers.…”

From the analysis of work-processes to designing competence-based occupational standards and vocational curricula

“…In this period, the idea emerged and was further developed that learning outcomes, competencies and qualifications should permit and enable open and continuing education and learning pathways reflecting the constantly changing requirements of the labor market and work-processes (cf. Andriušaitienė et al, 2008;Laužackas et al, 2009;Tūtlys and Spūdytė, 2011). This idea implied the common understanding that standardization of qualifications should provide outcome-based descriptors for all qualifications referencing them to the levels of the National Qualifications Framework.…”

“…This idea implied the common understanding that standardization of qualifications should provide outcome-based descriptors for all qualifications referencing them to the levels of the National Qualifications Framework. The development of the national system of qualifications and especially the design of the National Qualifications Framework were strongly oriented at the improvement of a matching situation between the system of education and the needs of the labor market (Tūtlys and Spūdytė, 2011;Saniter and Tūtlys 2012). This was one of the reasons for using competence requirements of activities as key criteria that define the levels of qualifications in the Lithuanian Qualifications Framework (LTQF).…”